EXAMINING TECHNOLOGY INTEGRATED HIGHER ORDER THINKING PRACTICES AT TITLE I PUBLIC MIDDLE SCHOOLS
Date
2023
Authors
Contributor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
Technology has the capacity to support learning, promote higher-order thinking, and perpetuate 21st-century skills. However, these skills are often lacking in K-12 public schools, particularly in low-income settings. Low-income students often interact with technology in ways that reinforce low-level thinking, while students in economically advantaged schools tend to use technology in higher-order ways. These disparate uses of technology have resulted in and continue to result in stratified learning experiences. To address this issue, this explanatory sequential mixed methods study aimed to better understand how Title I middle school teachers use technology to promote higher-order thinking (HOT) while revealing innovative, exemplary teaching practices. Findings from phase one suggested that Title I middle school teachers’ technology practices hover at the lower tiers of Bloom’s Digital Taxonomy. However, phase two findings offered a more optimistic outlook, whereby varying teacher roles helped make way for targeted, individualized student support, thereby promoting higher levels of cognition. Findings also suggested that higher-order technology use practices, when supported by an instructional approach comprised of a carefully structured learning process and a student-centered environment, helped lead to the creation of student-generated higher-order thinking products. These practices, made possible by Title I middle school teachers’ values and ability beliefs surrounding the benefits of integration, emphasized a willingness to try, continuously evolving in practice, and the ability to overcome obstacles. This study has powerful implications for educators, policymakers, curriculum designers, and students as it helps shift the narrative around teachers’ practices in low-income settings and may serve as an impetus for change.
Description
Keywords
Educational technology, Middle school education, Bloom's Digital Taxonomy, digital equity, higher-order thinking, middle school, technology-use practices
Citation
Extent
363 pages
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.